Recommendations for Further Research. 81 Limitations................................................................................................................. 82 Delimitations ............................................................................................................. 83 Summary.................................................................................................................... 83 REFERENCES ...................................................................................................................... 85 APPENDICES ....................................................................................................................... 96 Appendix A: Qualitative Parent Interview Questions in English.............................. 96 Appendix B: Qualitative Parent Interview Questions in Spanish ............................. 97 Appendix C: Qualitative GATE Teacher/Coordinator Interview Questions............. 98 Appendix D: Parent Survey in English ..................................................................... 99 Appendix E: Parent Survey in Spanish 102 Appendix F: CITI IRB Training Certificate 000 Xxxxxxxx X: English Interview Consent 000 Xxxxxxxx X: Spanish Interview Consent 109 LIST OF TABLES Table 1. 1. Demographic Data for Parent Participants (=150) .......................................... 47
Recommendations for Further Research. 89 Conclusions ............................................................................................................... 90 Summary.................................................................................................................... 91 REFERENCES ...................................................................................................................... 94 Appendix A 115 Appendix B 125 LIST OF TABLES
Recommendations for Further Research. The findings of the present study imply some recommendations that might be advantageous for further research by providing insight into the perceptions of teachers in single-gender contexts. The results of this study demonstrate that gender segregation cannot be beneficial for students if teachers are not professionally qualified and dissatisfied with their job. However, there was no concrete literature to either support or reject this statement, thus the present study suggests that it would be beneficial to research this topic. Therefore, it might be worthwhile to understand how the quality of teachers and their emotional stability may affect students and their academic achievement in a single-gender context. Furthermore, the findings present that the teachers consider that students in single- gender schools are unlikely to have challenges from an academic sphere, but there can be some in social interaction. Additionally, the teachers stated the issue of students having possible challenges at the impact at university level in relation to social adaptation after graduating from single-gender schools. In particular, students can face challenges while interacting with the opposite gender and adjustment from coming out of the controlled boarding school system. Nevertheless, no concrete study either supports or rejects this finding, it would be worthwhile to investigate this particular area in further research. Therefore, the investigation of this subject will help to get insights into possible challenges that students from single-gender schools might face from a social perspective. References Xxxxxx, X. X., & Xxxxxxx, X. X. (2008). Do single-sex classes and schools make a difference? Middle School Journal,52-59. Xxxxxx, X. (2012). Gender, state and society in Soviet and post-Soviet Russia. Routledge. Xxxxxxx,X.(2006). Guide for constructing self-efficacy scales. Self-efficacy beliefs of adolescents, 5(1),307-337. Xxxxxx, X.X., & Xxxxxx, X.X. (2002). Gender Gap: The Biology of Male-Female Differences, Transaction Publishers. Xxxxxx, X. X., & Xxxxxxx, K. (Ed.) (2009). The Intersectional Approach. Transforming the Academy Through Race, Class, and Gender. Chapel Hill, The University of North Carolina Press. Xxxxxxxx, X. X. (2016). Differentiated Instruction: Inclusive Strategies for Secondary Science. Xxxxxx, X. (2010). Gender matters in elementary education. Educational Horizons. Summer 2010. Retrieved June 7, 2012, from xxxx://xxxxx.xxxx.ed.gov/fulltext/EJ895692...
Recommendations for Further Research. 108 Sample Music Education Professional Development Series............................... 110 Summary and Conclusion................................................................................... 112 REFERENCES ................................................................................................................ 114 APPENDICES A Survey Instrument ......................................................................................... 129 B Informed Consent ......................................................................................... 136 C Research Authorization ........................................................................... 137
Recommendations for Further Research. 73 Conclusions ............................................................................................................... 74 REFERENCES ...................................................................................................................... 76 APPENDIX ........................................................................................................................... 95 Appendix A: The Financial Education Proficiency Survey ...................................... 95 Part I .............................................................................................................. 95 Part II ............................................................................................................. 96 Part III............................................................................................................ 96 Part IV 108 Appendix B: Financial Literacy Follow Up Self-Constructed Survey 117 LIST OF TABLES Table 1. Participants Gender Distribution ................................................................... 47 Table 2. SSP Group Distribution ................................................................................. 48 Table 3. Academic Class Standing Distribution (𝑁=347) Summer/Fall 2016 ............ 49
Recommendations for Further Research. Although the research fills a significant gap in knowledge and literature on EMS in Kenya, there is still more work to be done. Progress reports on the ongoing status of EMS should be completed each year, and similar projects should be conducted among populations that were not well represented in this study. These populations include Kibera, Africa’s largest slum located within the Nairobi city limits, rural areas, and refugee populations. Additionally, more research should be conducted to explore why Kenyans, even those of middle and upper class, do not routinely buy into the affordable plans offered by the private EMS companies. There is still a gap in knowledge about factors that prevent access to emergency care.
Recommendations for Further Research. Based on the findings as well as limitations of this study, future research and datasets need to further measures and examine the severity/stage of ADRD among this population to have it controlled in the analysis. Longer time span for measuring functional decline would provide more meaningful implications for measuring the impact of COC on functional decline in the long term. Similar research question could also be analyzed and examined among Medicare beneficiaries in the Medicare Advantage plans. The time span of this study is between 2006 and 2012, while AWV was introduced in 2011. There are not enough information/data in the study sample that this study utilized. Therefore, future research could further include the AWV in the analysis using later available datasets and examine the impact of AWV on a patient’s COC with their physicians. REFERENCES 1 Alzheimer’s Disease Fact Sheet. (2016, August 17). Retrieved from Health Information website: xxxxx://xxx.xxx.xxx.xxx/health/alzheimers-disease-fact-sheet
Recommendations for Further Research. Further research should validate the results of the present research through analyzing and comparing findings on the issue of assessment practices of newly hired teachers of other NIS schools.
Recommendations for Further Research. I. To commission further research into the actual variation of building life-cycles by use and construction type.
Recommendations for Further Research. In this section recommendations for future research will presented. Firstly, it is recommended for the future study in the field of academic misconduct in Kazakhstan to include more participants with different backgrounds to get profound data that covers various types of students and increases access to broader perspectives on the issue. Secondly, there is a need to explore teachers’ understanding, perspectives and attitudes to academic misconduct in a school context. It is important because teachers are playing a crucial role to influence students’ academic misconduct at schools, their understanding affect students’ understanding of the issue and helps to motivate them to be honest. Only after both teachers’ and students’ understanding and attitude are researched, will the best actions to combat academic misconduct at school be known. Additionally, further research of academic misconduct or academic honesty could be done in many other mainstream schools or schools of NIS system to get more in-depth and versatile data to see the bigger picture. Finally, there is a strong need to implement mixed method research designs to reach a higher sample size and collect detailed information.
